What criticisms of grammar-translation methods do proponents of communicative language teaching generally put forward?

A - learning activities are not motivating

B - there is no clear grammatical focus

C - opportunities for learner output are restricted

D - language is often decontextualised

It is difficult to apply research findings on developmental sequences to second language classrooms because

A - not enough research has been conducted in this area

B - different learners will always be at different developmental stages

C - learners do not learn what they are taught

D - researchers disagree on the exact description of particular sequences

The researcher(s) most closely associated with the concept of output is (are):

A - Roger Andersen

B - Susan Gass

C - Elaine Tarone

D - Merrill Swain

The term communicative competence includes __________ competence

A - discourse

B - information gap

C - strategic

D - grammatical

The researcher(s) most closely associated with the concept of input is (are):

A - Roger Andersen

B - Larry Selinker

C - Merrill Swain

D - Stephen Krashen

According to Carl Blyth, communicative language activities involve

A - fluent connected speech and interaction

B - unplanned, spontaneous answers

C - teacher control of tasks

D - holistic rather than analytic language skills

Learners who need second language proficiency to complete a qualification or get a job are likely to have

A - instrumental motivation

B - particular aptitude

C - integrative motivation

D - language anxiety

Teachers who do not correct all learner errors immediately probably do so because they know that

A - learners need to develop fluency as well as accuracy

B - such corrections cannot be useful to other learners

C - learner errors are an inevitable part of language acquisition

D - it is impossible for learners to take advantage of such correction

The researcher(s) most closely associated with the concept of communicative competence is (are):

A - Larry Selinker

B - Merrill Swain

C - Susan Gass

D - Mike Long

Second language research suggests that

A - instruction can affect the rate but not the route of acquisition

B - explicit grammar instruction is never beneficial to learners

C - instruction has only a minimal effect on second language acquisition

D - different types of instruction are appropriate for different types of learner